Thesis 12 1st Sem PDF

University of Northeastern Philippines
Senior High School Department

Ortega St. San Roque, Iriga City
Website:www.unep.edu.ph
Tel No. 299-18-00
PACUCOA LEVEL ACCREDITED PROGRAM LEVEL II
CHAPTER 1
The Problem
Introduction/Background of The Study
M.A.PE.H. which stands for Music, Arts, Physical
Education and Health. Is a compilation of different
learning areas in the educational system in the
Philippines.
Music, Arts, Physical Education and Health has an
important role in the modern program of general education.
Music education involves the study of music from the
different areas of the world and include the area of voice
and instruments. Art education deals with the study of
different creative compositions all over the world.
Physical Education includes physical activities of all
kinds designed to improve posture, physical development and
general fitness. Health education covers the learning areas
of mental, physical, emotional, and social being of
individual.
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In 1963, DECS Memorandum #11,s.1963 was issued
pointing out that Arts and Physical Education in the
elementary grades were often neglected for the sake of
instructional and administrative expediency. It called for
the proper implementation of D.O. #1,s. 1957, singling out
Arts & Physical Education as the proper vehicle for DECS’
cultural revival program. The directive also aimed to make
Art Education, Music and Physical Education required
subjects in the elementary grades. Under Arts and Physical
Education, all such subjects were to be allotted a 40-
minute and 50-minute instruction time in the primary and
intermediate grades respectively. It was further stated
that the above mentioned subjects should not be sacrificed
for the sake of any other subjects in the elementary school
curriculum.
K to 12 curriculum is a new methods and strategies of
teaching that is implemented in the Philippines which
includes an additional two years in high school. This
curriculum starts from kindergarten, 6 years in elementary
education, 4 years in junior high school and 2 years in

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senior high school. This curriculum, a newly and improved
curriculum is signed by the former President Benigno S.
Aquino III to be supervise by the Department of Education,
is implemented in order to enhanced , develop and polished
the skill of the 21st century learners in different subject
area including Music, Arts, Physical Education and Health.
Year 2016-2017, The very first batch of students of
the newly fined curriculum comes and not just the students
but also the first teachers that are going to teach in
senior high schools.
Here are some laws that improve the system of
education in the Philippines that strengthens the
curriculum and the addition of number of years to the based
curriculum, allocation of funds and other objectives.
According to R.A. 10533 which is also known as the
Enhanced Basic Education states that it encompasses at
least one (1) year of kindergarten education, six (6) years
of elementary education, and six (6) years of secondary
education, in that sequence. Secondary education includes

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four (4) years of junior high school and two (2) years of
senior high school education.
In relation with that, as what is stated, the
role of k to 12 basic education curriculum that is mandated
and implemented by the Department of Education is to
enhance the knowledge and also the SKILLS of the 21st
century learners. An inclusion with that is to enhance the
skills of 21st century learners in the field of Music, Arts,
Physical education and Health. There is no M.A.PE.H in
senior High School. But there is a subject “Contemporary
Philippine Arts from the Regions” that covers the
Philippine Music and Arts from the Philippines, “Personal
Development” that covers the fundamentals of Psychology and
the study of growth and mental health issues. Lastly, the
“Health Optimizing Physical education” or “H.O.P.E.” which
focuses on different activities and sports and its health
related benefits.
As what you can observe. Music, Arts, Physical
Education and Health continuous even after the Junior High
School and it is because of the reason of its importance.

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In which also because of the reason that it is our life.
Unfortunately the Teachers and students faces some struggle
in gaining understanding and improving skill in the said
subject.
STATEMENT OF THE PROBLEM
This research determines the “Problems and Challenges
of Teachers and Students in Music, Arts, Physical Education
and Health; Methods and Coping Strategies”.
Specifically, it seeks to answer the following
questions.
1. What is the profile of the respondents in terms of:
Teachers:
 Age
 Gender
 Professional Background
Students:
 Age
 Gender
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 Grade/ Year level
2. What are the problems & challenges met by each group
and respondents and how serious are these problems and
challenges in relation to M.A.PE.H. Subject?
3. What strategies and methods are currently practiced by
each group of respondents and how effective are the
strategies and methods by the respondents in the
problems and challenges identified?
4. What recommendations can be formulated based on the
findings on the study?
ASSUMPTION OF THE STUDY
In relation of this Research, the researcher will be
having the following assumption.
1. The demography of the respondents are different and
faces different problems and challenges in the said
subject.
2. Teachers and students faces different serious
problems and challenges in teaching and studying
Music, Arts, Physical Education and Health.

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3. In order to cope up with problems that Teachers and
students are facing, they use alternatives and
coping strategies to acquire knowledge and improve
skills.
4. After this study, the researcher will be able give
recommendation and solutions based on the findings
in the study.
SIGNIFICANCE OF THE STUDY
This Research will be a great help to all of the
readers of this study and to every individuals that is
affected and will be affected regarding this problem.
Through the use of this study, we can help the
students to be fully prepared and to enhance their
understanding to the current happenings. The readers
and the students will also know the real essence of
Music, Arts, Physical Education and Health and this
study.
By this means, anyone who will be able to read
and comprehend to the content will be able to have
broad insights and vision so that the student will be
potentially apply it to their own academic research.

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One of the objectives of this research is to give
knowledge and information to the following:
1. Students – This research will be a great help for
them because of the reason they will be able to
identify the problems and challenges they are facing
with this subjects.
2. Teachers – Aside from the students, they are also
the one who will be gratefully benefitted of this
study. They will be able to find the problems and
challenges in teaching this subject and know what
coping strategies will they use.
3. Principals – As the head of the school, after
reading this research, they may be able to know the
necessities of teachers and students in studying the
subject.
4. Parents – The parents may gain knowledge about the
problems and issues that their child is facing and
may able to identify their needs and necessities.
5. Department of Education – This research studies
about the problems and challenges of teachers and

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students in Music, Arts, Physical Education and
Health also their methods and coping strategies. The
Department may find ways on how they will they be
able to help the students and teachers so that they
will make any improvements with regards to the
curriculum.
6. The University – The institution will be able to
evaluate and assess with regards to this matter.
They will find out the different weaknesses of such
key players in the said subject and make adjustments
and tighten the provision within the subject.
7. Future Researchers – This research can be a great
help for them that this study identifies the
problems and challenges that the students and
teachers are facing and coping strategies and may
help them to lessen their task and effort, to make
this research share them the knowledge and be a
basis to their study.
8. Present Researcher – The findings of this study will
be a great help for the researchers to know the
coping strategies they may use in this subject.

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SCOPE AND DELIMITATION
This research only intends to solve the problems that
are stated above. This research covers the Problems and
challenges of Teachers and Students and their methods and
coping strategies in the subject Music, Arts, Physical
Education and Health. It jackets the students taking up
M.A.PE.H. subject and Teachers teaching M.A.PE.H. subject
in Junior High School from the University of Northeastern
Philippines school year 2018 – 2019.
LOCALE OF THE STUDY
This study is only performed inside the University of
Northeastern Philippines. Found in San Roque, Iriga City
between Two cities in the region, Naga City Camarines Sur
in the North and Legazpi City Albay in the south and can be
through by all means. Found near the Saint Anthony of Padua
parish church.
University of Northeastern Philippines is started 1948
when a young adult attorney namely Felix Ordas Alfelor, Sr.
and his wife, a teacher, started running a school in a

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small rented building in the Municipality of Iriga. The
school is known as Mabini Memorial School that offers a
complete high school program and college degree course in
education and Liberal Arts.
The warm response of the public to the quality of
education and services offered by the new schools is
clearly expressed. As time goes by, The institution is able
to have more hectares of land (17 hectares) that is
formerly used as a dump site of the Municipality.
Afteryears, the University moved to a new site, and
the number of enrollees increases and now offers a bunch of
different degrees and non-degree courses. The total
development of the land area and its physical plants is
finished in the first part of 1960. Year 1974, The college,
through the means of the Department of Education, from its
state turns and now popularly known as the University of
Northeastern Philippines or simply UNEP.
DEFINITION OF TERMS
Age – A distinct period of history.

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Art - The expression or application of human creative skill
and imagination, typically in a visual form such as
painting or sculpture, producing works to be appreciated
primarily for their beauty or emotional power.
Curriculum - Refers to the lessons and academic content
taught in a school or in a specific course or program.
Gender – The state of being Male or Female and typically
based in preference.
Grade – Refers to the quality or level or score.
Health - the condition of being sound in body, mind, or
spirit.
Music - The science or art of ordering tones or sounds in
succession, in combination, and in temporal relationships
to produce a composition having unity and continuity.
Physical Education - Instruction in the development and
care of the body ranging from simple calisthenic exercises
to a course of study providing training in hygiene,
gymnastics, and the performance and management of athletic
games.
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Problem - a matter or situation regarded as unwelcome or
harmful and needing to be dealt with and overcome.
Professional Background – Refers to the overview with
regards to the special education, training and skill.
Profile - a brief description of the characteristics of
something or someone.
Recommendation - a suggestion or proposal.
Research – comprises "creative and systematic work
undertaken to increase the stock of knowledge, including
knowledge of humans, culture and society, and the use of
this stock of knowledge to devise new applications.
Strategies - a plan of action or policy designed to achieve
a major or overall aim.
Study - The devotion of time and attention to gaining
knowledge of an academic subject, especially by means of
books.
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Figure 1
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CHAPTER 2
Related Literatures and Studies
This chapter includes the review of related literature
and studies which the researchers have pursued to shed
light on the topic under the study.
Local Literature And Studies
On being a MAPEH teacher
According to Anayasan, Saxton V.(2015) - a number of
people, being a Music, Arts, Physical Education, Health
(MAPEH) teacher seems like an easy job. You get to wear
sweatpants or gym shorts to work and spend the day playing
some of your favorite sports. While being a physical
education teacher may have its perks, it is not always fun
and games. As with any job in education, physical education
teachers face challenges on a daily basis.
Teaching physical education is just one responsibility
of a MAPEH teacher for this position requires a great
number of skills and proficiencies. A MAPEH teacher is a
fully qualified teacher who has specialized in arts, music,

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health, fitness and sports. In addition to general
responsibilities during school days, physical education
teachers often double as coaches for at least one sport.
Even if a teacher does not coach, he may be responsible for
attending sporting events and may be in charge of the
general upkeep of the gym and outdoor fields. In other
words, you must be able to accommodate and serve a variety
of needs from students and from the school at which you are
employed.
When it comes to school budgets, physical education
often gets whatever is left over. If there is lack of
funds, physical education teachers must be creative with
the equipment they have, and often must work with worn-out
or damaged equipment.
Issues Facing K–12 Arts Instruction
Coronel, Richard (2016) states the new status of arts
education as a core subject raises several issues. In
contrast to previous practices, when schools now eliminate
or reduce arts programs, they risk not only public

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criticism by arts advocates and arts teacher organizations
but also their status with accrediting agencies.
The most pressing need is a clear definition of arts
education. Is it sequenced instruction taught by a
certified instructor in one or more arts? Or does arts
education consist of student experiences with artists in
the school plus in- and out-of-school experiences such as
performances or trips to museums? Once curriculum planners
answer that question, they face several issues:
 Content standards
 Performance standards
 Opportunity-to-learn standards and scheduling
 Humanities versus performing arts objectives
 Integration and infusion
 Determination of a "basic" art, if any
 Assessment and rubrics
 Instrumental objectives and outcomes
 In-house financing and resources versus outsourcing

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 Multicultural issues
 Teacher education
 Partnerships
 Role of four more arts disciplines in the curriculum
 Establishing priorities within the school and within
and across the arts
Health Education Among Teachers, a Factor That
Improves Oral Health
According to Suerte, Jessica Marie(2013), As the
prevalence of dental caries continues to increase in
the Philippines, increasing the oral health knowledge
among public schools teachers and staff is needed to
improve oral health in schools and, consequently, in
communities, according to a study from the University
of the Philippines Manila (UPM).
According to Dr. Michael Antonio Mendoza of UPM,
in his study published in The Journal of the
Philippine Dental Association, capacity building
programs as alternative to traditional dental

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treatment to improve oral health in schools has
potential in addressing the issue because of its high
acceptability among teachers and school clinic staff.
The UPM College of Dentistry in partnership with
Manila Doctors Hospital initiated the capacity
building program for the teachers of Justo Lukban
Elementary School in Manila to complement the
existing oral health programs in the school. The
study was prompted by the alarming increase of dental
caries or tooth decay in the country despite the
advances in the traditional dental treatment.
The World Health Organization (WHO) encourages
the utilization of alternative dental strategies such
as capacity building programs to address oral health
problems. Through the Global School Health Initiative,
the WHO recommends providing teachers and school staff
with the necessary support to enable them in promoting
health. The initiative aims to improve health of
students, school personnel, families and other members
of the community through schools.

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International Literature/Studies
Top 8 Challenges Faced by Music Teachers in 2017
Kent University (2017) states that Whether they are
new to the classroom or they have been teaching for years,
music educators have the potential to encounter some
significant challenges such as funding, student motivation,
and parent involvement. It is important to understand not
only the proper ways to handle these challenges, but also
the lessons that can result from overcoming them. Students
pursuing an advanced degree in music education may also
benefit from discussing these issues with fellow teachers
and faculty mentors.
Learn about eight challenges that Master of Music in music
education (MMME) students may discuss that are faced by
music teachers in 2017.
1. Answering Arguments Against the Necessity of Music
In many school districts across the nation,
policymakers, educators, and parents alike consider music
education optional rather than necessary. As The Guardian

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explains, this often leads decision makers to believe that
only students who demonstrate above-average music skills
should pursue education in this subject.
In 2017 and likely beyond, music educators may find
that emphasizing the importance of music could help
decision makers better understand the value this subject
offers to students. For example, music teachers can do more
than simply teach students to play instruments, sing songs,
or read music. They have the potential to produce a range
of positive outcomes, such as teaching students confidence,
creativity, self-reliance, and resilience.
2. Addressing Funding Issues
For many music educators, questions about the value of
music and district wide budget concerns continue to cause
funding issues, even in 2017. The Orange County Register
reports that even the Grammy Music Educator of the Year,
Keith Hancock, struggles with funding issues in his own
classroom. As he explains, policymakers appear to
understand the importance of music education, but they do

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not always make funding decisions that reflect the value of
the subject.
In the San Francisco Examiner, violinist and arts
advocate Pinchas Zukerman explains that while insufficient
funding for music education is not unique to the United
States, educators in American classrooms may be able to
address funding issues in unique ways.
3. Adapting Teaching Strategies to Meet Student Needs
Music teachers are not alone in feeling pressure to
accommodate students who have a wide range of needs. A one-
size-fits-all approach to teaching rarely enables teachers
to educate students effectively or meet district-mandated
objectives. Instead, educators must increasingly master the
ability to provide individualized learning opportunities
while managing full classrooms.
4. Incorporating Diversity
In 2017, music teachers are likely to find an
increasing need to create an inclusive classroom that
accommodates learners from a variety of backgrounds. While

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this may be a daunting prospect for some teachers,
educators in music classrooms may have a range of teaching
tools at their disposal.
5. Motivating Students
Meeting district objectives may inspire educators, but
motivating students to improve their performance may be a
constant struggle for music teachers in 2017. For many
educators, incorporating diversity and emphasizing the
value of music are only the beginning of encouraging
students to engage and do their best work. Many music
teachers find that engaging students with new technology or
relying on fast-paced lessons and numerous short-term goals
helps them maintain students’ attention and fosters a high
level of motivation.
6. Assessing Student Progress
Many struggle to reconcile standardized measures with the
less concrete outcomes of music education, such as
confidence and creativity. As Jay Dorfman, Assistant
Professor and Coordinator of Music Education at Kent State,

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notes in the Oxford University Press Blog, framing
assessments in a positive light may enable students to
understand how they have progressed and encourage them to
explore their creativity further. Educators should strive
to insert positive assessments into the standardized
district requirements.
7. Involving Parents
Carlwick (2015) stated that Parental involvement has the
potential to enhance student success, but busy schedules
may prevent parents from participating at a sufficient
level. Music educators may consider one of a few
approaches, depending on their teaching environment and the
grade level of the students. Music teachers may need to
involve parents at a higher level by teaching them about
the merits of regular practice and encouraging a standard
practice schedule.
8. Optimizing New Technology
As the National Association for Music Education (NAfME)
explains, music teachers have already begun to use

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interactive whiteboards, tablets, and interactive tables
for online lesson plans, web-based interactive games, and
information delivery vehicles. Many music educators have
found that these devices motivate students, encourage
creativity, provide new ideas for lesson plans, and offer
engaging opportunities for in-class performance. Given the
frequent debut of new technology and the potential benefits
of incorporating tech into the classroom, music teachers
should strive to find new ways to introduce these devices
and concepts.
Physical Education And Sport, An Integral Part And
Fundamental Element Of The Right To Education And The
Process Of Continuing Education
According to UNESCO (2017)- Everything that influences
behaviour and personality is education. By encouraging
development of the child’ s abilities, physical education
and sport constitute the very foundation of education, a
veritable schooling for life in society. Instead of the
mind-body dichotomy it would seem preferable to adopt the
principles of unity and parity. It is desirable in any case

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that in the first instance children, and especially
adolescents, should be helped to gain awareness of their
bodies and the psycho-physical unity of their being,
because physical learning is not only physical activity,
but also knowledge.
The International Charter proclaims, in Article 1, the
fundamental right of every human being to access to
physical education and sport. Public authorities must
promote sport for all and extend it to all population
groups in order to secure the right of every individual
to practice sport without distinction as to sex, religion,
race or political opinions. The right of girls and women to
practice sport is also an aspect of their right to
education. Since MINEPS I, several recommendations have
been made inviting Member States to encourage the extension
of physical activities and sport to girls and women, in
accordance with the Convention on the Elimination of
Discrimination against Women (1979).

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The Country’s Cultural Capital Has a Big Arts-Education
Problem
According to Urist, Jacuba (2014),A new report found
that many New York City schools in low-income areas don't
have teachers for creative fields like dance, music,
painting, or sculpture.
With its art fairs, first-class museums, a multi-
billion-dollar theater industry, and the world’s largest
performing arts center, New York City’s commitment to the
arts seems absolute. But when it comes to providing access
to arts education in public schools, the city's
comptroller has given New York a failing grade.
The comptroller’s office analyzed three aspects of
arts programing: whether schools have a full- or part-time
certified arts teacher; a formal partnership with an arts
or culture organization; and a dedicated room for visual
arts, music, theater, or dance. When researchers looked for
geographic patterns in the data, they found that access to
arts education reflects income-inequality trends in the
city.
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Arguably, students in lower-income schools need
exposure to creative subjects the most, but as you can see
from the map below, the city’s arts programs are sharply
divided by neighborhood. Each of the dots represents a
school that doesn't have an art teacher.
During Rudy Giuliani’s (1994) mayoral administration,
there were few programs around the city. Eventually, the
mayor established the Project Arts program, allocating
money for arts partnerships and education in public
schools. But Michael Bloomberg took a different approach,
using a “principal as CEO model” that gave administrators
the autonomy to use resources as they saw fit. Project Arts
money was still part of schools’ budgets, but principals
could choose to divert the money to other areas. In poorer
neighborhoods, that often meant cutting the arts.
Ironically, the Bloomberg administration has
commissioned large-scale art pieces by famous contemporary
artists, such as Christo and Jeanne-Claude’s Gates
and Olafur Eliasson’s Waterfalls. This may have boosted
tourism and was certainly appreciated by some New Yorkers.

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But meanwhile, the most vulnerable students in the city saw
their arts education systematically cut, says Adarsh
Alphons, founder of ProjectArt, an organization that works
with libraries on arts programming.
Of course, not all kids will be into art, but Pryor
argues that a diverse, well-rounded curriculum inevitably
engages more students and strengthens attendance. “Some
students excel in technology and science,” says Pryor. “But
you can guarantee there are a large number of students who
are excited about dance and music too.
Some people who have spent decades in arts education
are cautiously optimistic, while others are a little
skeptical. “This is only a proposed budget,” says Alphons.
“It’s certainly a good first step in fighting this problem,
but we will see on July 1st how much money truly remains
for increased arts education and how much schools really
get come September.” Ultimately, this is a national
problem, he says. “Nearly four million school students in
the US currently get no arts instruction during their
formative years.”
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Synthesis Of The State Of The Art
The literature that is stated in this study
contributes a lot of important ideas that nourishes and
serves as guide to the current study. Both literature and
studies gives point to the Problems and Challenges that
every teachers and students faces in Music, Arts, Physical
Education and Health.
All of the related literatures and studies included in
this study only states the different difficulties in Music,
Arts, Physical Education an Health that is experienced of
each and everyone both local and international. Being a
M.A.P.E.H. teacher is really a difficult job because you
are not only teaching one subject since it covers the topic
about music, arts and any physical involvement with
relation to health. Students also the teachers also
experiences in adjusting to the new curriculum and since
there is no enough and no available sources or references
for the senior high school subjects related to the subject.
Health education is also one of the problem encountered in
the said subject. Increasing the health knowledge among the

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public school teachers is needed to improve the health in
school consequently in the communities. To make it happen
The Philippine Government increase the funds for the
different materials and tools for different public schools.
In International literatures and studies it is stated
that Music, Arts, Physical Education and Health are an
integral part and fundamental element of the right to
education and the process of continuing education yet
experiencing a lot of challenges such as the necessities,
funding issues, strategic methods to meet the students
needs, a wide diversity of student’s behavior, motivating
students, assessing the student’s progress, the lack of
involvement of parents and the lack of knowledge over the
evolution of technology.
Gap Bridge of The Study
It could be gauged from the synthesis of the state of
the art that the present study has semblance to the work of
some studies and literatures. It shows the different
problems and challenges that our dear teachers and students
faces which is also the focus of this study. Therefore,

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based on the stated literatures and studies it could be
infer and draw a conclusion and recommendation of coping
strategies about the said problems.
Theoretical Framework Of The Study
The Learning Theory (B.F. SKINNER, 1953) – The core
idea in this theory states that the individual is shaped by
the environment through the basic process of learning. The
primary cause of development and of difference among
individuals lies in the external development and in the
particular models they encounter. Watson (1972) believed
that only the simplest of human tendencies, including
traits, talents, values, and aspirations are learned.
The Cognitive Development Theory (Jean Piaget, 1960) –
This theory focuses on the adaptational process rather than
on learning. This individual’s action with the world around
him is the element given emphasis in the study of
development.
According to Jean Piaget (1960), children are neither
driven by undesirable instincts nor molded by environmental

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influences. He and his followers view children as
constructivist, that is, as curious, active explorers who
respond to the environment according to their external
experiences in molding behavior.
The Theory of constructivism (Jean Piaget, 1923) –
Claimed that persons construct new knowledge structures by
applying their current knowledge structure to new
experiences and modifying them accordingly. His perspective
called constructivism emphasized the active role persons
play in their own mental growth inquisitive thinkers. The
theories were related to the study in the sense that in an
education atmosphere the teachers who facilitate learning
should have necessary skills and competence in order for it
to adapt by the students.
The Facilitation Theory (Carl Rogers 1985) – The
essential of this theory is that learning will occur by the
educator acting as facilitator that is by establishing an
atmosphere in which learner fell comfortable to consider
new ideas and are not threatened by external factors.
According to this theory, facilitative teacher are less

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protective of their constructs and beliefs than other
teachers; more able to listen to learners, especially to
their feeling; inclined to pay as much attention to their
relationship to the learners as to the content of the
course to accept feedbacks, positive and negative and to
use it as constructive insight into themselves and their
behavior. To learners they are encourage to take
responsibility for their own learning which occurs through
their insights and experiences; are encouraged to consider
that the most valuable evaluation is self-evaluation and
that contribute to solving significant problems or
achieving significant result.
The Motivation Theory (Thorndike,1963) – He emphasized
motivation which is one of the principles of effective
learning. If motivation is maximized, the student’s
interest to participate and actively involve them in
classroom activities is sustained, thus, complete
facilities and complete equipments for learning music,
arts, physical education and health is a great motivation
for them to enhance their skills. However, strategies must

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be developed to maximize the benefits that can be derived
from it and teachers must guide them through the course of
the learning activities.
The Progressivist Theory (John Dewey, 1976) – This
theory puts the learner as the center of any teaching
learning process. He argued that learners respond on the
degree he understands and the degree he accepts the
learning task. The latter depends on whether or not the
learning task is annoying.
In this study, student’s progress is affected by the
teachers’ approaches. This study is conducted to gain
insights on how the teachers will select the best teaching
approaches to suit the learning styles of students and
thus, improve academic performance of the students.
The Path-Goal Theory (Lock, 1968) – This theory
suggests that certain that certain pattern of leadership
behavior will lead to effective group performance in some
circumstances and ineffective in some cases. In this
theory, an individual’s education should begin in early
childhood and shoud proceed gradually as the child learns

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increasingly complex ideas. This will shape the direction
of a child’s life through the quality of early experiences,
particularly how children are raised and educated This
motivation Theory based on the assumption that people
behave rationally and consciously, the theory rests on the
relationship among conscious goal intention and task
performance. Its basic premise is that conscious ideas
regulate a person’s action. Goals are what individual is
consciously trying to attain, particularly, related to the
future objectives Two conditions must be met before goals
can positively influence performance. First, the individual
must be aware of the goal and know what must be
accomplished. Second, the individual intends to engage in
the behavior needed for the goal attainment. Thus, more
difficult goals generate more commitment to their
attainment.
The Dynamic Theory (Lewin, Kurt, 1935) – This theory
states that the fundamental instruments are the dynamic
forces inherent in the individual who determines the
motives and causes of behavior. The learner is unique as he

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interacts with his environment and engages in various
activities, develop his skill and motivate him to
participate actively in classroom activities or even
outside the classroom. The theory applies on the Practical
Work Approach (PWA) or strategy wherein the role of the
teacher is just a facilitator of learning and it is the
student who plays an active role inside the classroom or
even outside of the classroom because student will be
trained to become dynamic or active participants in the
learning process.
The System Theory (Gardner,1983) – American
Psychologist Edward Gardner felt that the concept of
intelligence, as it had been defined by mental tests, did
not capture all the ways human can excel. Gardner argued
that an individual does not have underlying general
intelligence, but instead have multiple intelligence, each
part of an independent system in the brain. In formulating
his theory, he placed less emphasis on explaining the
results of mental tests than accounting for the range of
human abilities that exist across cultures.

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CHAPTER 3
Research Methodology
This chapter presents and discusses the methods by
which the research was conducted. It explains the The
design of the research, The sampling technique were used,
the respondents of the study, the instruments used in
gathering data, interviews and records, and statistical
treatment of data.
Research Design
The Researcher conducted and uses the Descriptive
Method of research for studying and analyzing of the data.
There are many types of Descriptive method of research and
what is used is the “Descriptive Survey Research Design”
that uses survey questionnaire to information and data. The
researcher of this study believed that this is the best
research design that suits for the study because it will
ease the process of gathering information from the chosen
respondents.
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All in all, there is a total of 60 respondents that will
answer to the questions that will be given to them and this
research design is really much helpful because it does not
only depends to the number of respondents to the survey
questionnaire. So the researcher will really understand
that this design really suits for the study wherein there
will be an interaction, interview and observation in order
to add knowledge, information and data.
Sampling Technique
In this research Purposive Sampling is used in
choosing respondents. A purposive sampling is a non-
probability type of sampling which is done by selecting the
characteristics of a population and according to the
objective of the study. All in all, There is a total of 60
respondents.
Respondents of the Study
The subject of the study comes from the students and
teachers of High School Department of University of
Northeastern Philippines. The total respondents of the

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study is sixty (60) compose of 54 students and 6 Teachers
teaching M.A.P.E.H.
Table 1
Respondents Number Number Total Percent Rank

of of Males
Females
Students 37 17 54 90% 1
Teachers 4 2 6 10% 2
Total 41 19 60 100%
The table shows the number of respondents which are
students taking Music, Arts, Physical Education and Health
Subject and Teachers teach Music, Arts, Physical Education
and Health Subject. In the Table, you can figure out that
the students are the major contributor to this study and
69% of which is Female students.
Research Instrument
Survey Questionnaire is the primary research
instrument that was used in the study. The questionnaire is
designed to securely obtain accurate data and information.

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The survey questionnaire was prepared by reading
related references and articles, searching internet and
based on the common experiences.
Research Procedure
Questionnaires are used to gather the important
information and given to selected students. To get an equal
number of respondents, 9 students are selected each grade
level and the researcher also gather important information
from the teachers who are teaching Music, Arts, Physical
Education and Health but some of them isn’t it the field of
expertise.
After gathering the necessary information, the
researcher tallied all information to
Statistical Treatment Of Data
The Qualified solution that is used in this research
to gather data that is needed in answering the questions
about the study is the Percentage technique and Likerts
Scale.
. Percentage
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This will employ to determine the frequency counts and
percentage distribution of personal related variables of
the respondents.
Formula:
% is the percentage
F is the Frequency
N is the total number of respondents
100 is a constant value
Average Weighted Mean
This will be use to determine the assessment of the
respondents with regards to their personal profiles.
Formula: X= Fx/N
X = Weighted Mean
F = Frequency
x = Weight of each item
N = Number of cases
3. Frequency Count
This is use to determine the how often something
occurs is or repeated over a particular period of time or
in a given sample.
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4. Likert Scale
1.Frequency of the challenges they are
encountered or encountering.
2.Frequency of coping strategies they are using
to the challenges encountered or encountering.

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CHAPTER 4
Presentation, Analysis and Interpretation of Data
This chapter will be the presentation of the data
gathered and its interpretation. The results gathered from
the data wherein it will be discuss and interpreted so that
the researcher will be able to answer those particular
question that is base on the objectives of this study
together with the tables in every answers.
In this chapter, it is expected to answer the
following questions for teachers and students.
1. What are the problem/problems you are experiencing or
had experienced in Music, Arts, Physical Education
and Health?
2. What strategies you are performing or practicing to
cope up or address the challenges you identified in
the said subjects?
3. How often you experience it in following subjects?
Profile of the Respondents

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The gathered personal information from the
respondents includes their sex and age.
Table 1
Sex of the respondents
SEX TOTAL PERCENTAGE RANK
MALE 19 32% 2
FEMALE 41 68% 1
60 100%
In this table shows the number of women with a total
number of 41 which has a percentage of 68% However, the
number of Male is 19 with a percentage of 32%.
The gathering data and information is really
necessary because the basis of perspective of 2 different
sides is different in ways. There is a chance that some of
the respondents may match even if their sex is different.
This table also shows that the perspective of female is the
majority because it has a number of 41 which has a
percentage of 68%.
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Graph 1
Age of the Respondents
Age of the Respondents
2%
40%
11-15 yrs. Old

58%
16-19 yrs. Old
20 yrs old and above
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This graph shows the percentage of the age of the
respondents. Respondents with the age of 11-15 years old
has a percentage of 58% with a total number of 32.
Respondents with the age of 16-19 years old has a
percentage of 40% with a total of number 0f 37.
Respondents with age of 20 years old and above has a
percentage of 2% and has a total number of 6.
From the data gathered, it shows that 11-15 years old
is the majority of the age of the respondents in this
research wherein this aspect affect the perspective of
respondents because of the tasks and activities that
requires a skillfulness and experiences which should equip
by the respondents.
Survey Questions
The gathered data from this section includes the
Problems and Challenges which are experienced or
experiencing by the Students and their methods and coping
strategies in the said problems and challenges.

had experienced in the following subjects?
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A. Arts
Graph 2
Percentage of each problem encountered by the
students in Art subject
ARTS
Lack of skill (not well in drawing,

painting etc.)
2% Lack of skills of Teachers
14% 26% Teachers not attending class
12%
Lack of Art Materials and
7% supplies
13% Lack of foundation in
13%
13% knowledge In Arts
Lack of Facilities
Lost of Interest and motivation
Others
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The graph shows the problems encountered by the
students in arts subject with its corresponding percentage.
Lack of skills which includes being not good in drawing,
painting etc. Has a percentage of 26% with a number of 39
which serve as the major problem encountered by the
students in arts subject. Lack of skill of teachers has a
percentage of 7% with a number of 11. Teachers not
attending their classes, lack of art materials and supplies
and Lack of foundation in knowledge in arts has percentage
of have both a percentage of 13% and a total number of 19.
Lack of facilities has percentage of 12% with a number of
18. Loss of interest has a percentage of 14% with a number
of 22. Other problems such as teachers do not have
interesting activities and they don’t find it necessary in
the future has a percentage 2% with a number of 3.

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Table 2
Frequency of Problems Encountered in Arts
5 4 3 2 1
Very Occasi Rarely Never
Frequent onally
Frequent
Lack of skills (not well in 31% 24% 26% 11% 8%

drawing, painting, etc.)
Lack of skills of Teachers 6% 15% 22% 30% 27%
Teachers not attending class 7% 7% 26% 31% 2
Lack of foundation in 6% 19% 31% 28% 16%

knowledge in arts
Lack of art materials and 9% 22% 35% 26% 8%

supplies
Lack of Facilities 9% 11% 50% 17% 13%
Lost of Interest and 9% 24% 22% 24% 21%

motivation
others
From this table, it is stated the frequency or the
number of occurrences of the different problems stated in
their art subject. 17 students (31%) which is also the
majority of the respondents said that they experience the

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lackn of their skills very frequent. 16 students (30%)
which is also the majority of the respondents said that it
is rarely they encounter the insufficiency of skill of
teachers that affect their lesson same with the teachers
that are not attending classes with 17 respondents (31%).
17 respondents (31%) said that occasionally, they
experience a weak foundation of knowledge in Arts also in a
lack of materials and supplies with 19 respondents (35%)
also with the lack of facilities with 27 respondents (50%).
13 respondents said that it is frequent that they
experience the lost of interest and motivation and other
13 respondents said it is rarely and with the same
percentage.
B. Music
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Graph 2

students in Music subject
MUSIC
Lack of skills (inability to read music notes etc.) Lack of skills of teachers
Teachers not attending class Lack of foundation in knowledge in Music
Lack of interest and motivation Lack of facilities and music instruments
22%
32%
16%
9%
14% 7%
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students in music subject with its corresponding
percentage. Lack of skills of students includes the
inability to read music notes, etc. has a percentage of
32% with a number of 31 respondents which serves as the
major problem of the students in Music subject. Lack of
skills of teachers has a percentage of 9% with a
respondents of 9. Teachers not attending classes has a
percentage of 7% with a respondents of 7. Lack of
foundation in knowledge in Music has a percentage of 14%
with a respondents of 14. Lack of interest and motivation
has a percentage of 16% with a respondents of 16. Lack of
facilities and Music instruments serves as second major
problem of the students in their music subject with a
percentage of 2% and with a respondents of 22.

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Table 3
Frequency of Problems Encountered in Music
5 4 3 2 1
Very Freq Occasi Rarely Never
Frequent uent onally
Lack of skills (inability 30% 19% 26% 17% 8%
to read music notes)
Lack of skills of 13% 11% 22% 28% 26%
Teachers
Teachers not attending 7% 13% 26% 30% 24%

class

knowledge in Music
Lack of Facilities and 7% 30% 35% 19% 9%
Music Instruments
Lost of Interest and 15% 19% 24% 27% 15%
motivation
From this table, it is stated the frequency or the
their Music subject. 16 students (30%) which is also the
majority of the respondents said that Their lack of skills
in music such as reading music notes etc. is very frequent.
15 students (28%) said that the lack of skills of teacher
is rare to happen also the teachers that are not entering
to their class with a respondents of 16 (30%). 17

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respondents (31%) said that their lack of foundation
knowledge in Music is occasionally to happen so with the
problem of facilities and availability of music materials
with 19 respondents (35%). Loss of interest and motivation
in the said subject is rarely to happen too with 15
respondents and an percentage of 27%.
C. Physical Education
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Graph 3
Percentage of Each Problem Encountered by the

Students in Physical Education Subject
Physical Education
Health related Lack of skills (not

issues good in sports, Lack of Skills
15% dancing, etc.) of Teachers
Lack of interest 20% 9%
and motivation
14%
Teachers not
attending classes
Short time 9%
allotment for the
subject
20%
Lack of foundation
(basic steps in
dancing,
precautionary
steps in sport,
basic life saving
techniques like
mouth to mouth
resuscitation
13%
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students in physical education subject with its
corresponding percentage. Lack of skills includes not good
at sports, dancing etc. has a percentage of 20% with a
respondents of 20. Lack of skills of teachers and teachers
not attending their class have the same number of
respondents number of respondents of 9 and have also the
same percentage of 9%. Short time allotment for the subject
serves as the major problem of the respondents in physical
education which has a percentage of 20% and with a number
of respondents of 21. Lack of foundation in physical
education which includes the basic steps in dancing,
precautionary steps in sport, basic life saving techniques
like mouth to mouth resuscitation has a respondent of 13
(13%). Lack of interest and motivation has a respondents of
14 (14%). Health related issues has a respondents of 15
with a percentage of (15%).

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Table 4
Frequency of Problems Encountered in Physical Education
5 4 3 2 1
Very Frequent Occa- Rearely Never
Frequent sionally
Lack of skill (not good 17% 24% 22% 17% 20%
in sports, dancing
etc.)
Lack of skills of 6% 15% 26% 34% 20%
Teachers
class
Short time allotment 13% 19% 41% 13% 14%
for the subject
Lack of foundation 17% 13% 37% 20% 13%
(basic steps in
dancing, precautionary
steps in sport, basic
life saving techniques
like mouth to mouth
resuscitation)
Lack of interest and 11% 26% 30% 13% 20%
motivation
Health related issues 19% 17% 28% 15% 22%
In this table, it is stated the frequency or the
their Physical Education subject. 13 students (24%) said
that they encounter their lackness of skills which include
not good in sports and dancing etc. in frequent. 18 (34%)
students said that the lack of skills of their teachers are

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rarely to happen and so with the teachers that are not
attending to their class with 20 respondents (37%). 22
respondents (41%) said that short time allotment for the
subject occasionally happen also with the lack of
foundation with 20 respondents (37%). Lost of interest and
motivation for the subject and health related issues also
happen occasionally with 16 respondents (30%) and 15
respondents (28%).
D. Health
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Graph 4
Percentage of Each Problem Encountered by the

Students in Health Subject
Health
Lack of foundation
in knowledge in
health subject
(gateway drugs,
holistic
development etc.) Teachers not
40% attending to their
class
24%
Lack of interest and

motivation
36%
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Table 5
Frequency of Problems Encountered in Health Subject
5 4 3 2 1
Very Frequ Occasi Rarely Never
Frequent ent onally
knowledge in Health
subject (gateway drugs,
holistic development
etc.)
Lack of skills of 7% 15% 19% 33% 26%
Teachers
class
students in health subject with its corresponding
percentage. Teachers not attending to their class has a
percentage of 24% with a respondents of 14. Lack of
interest and motivation has a percentage of 36% with a
respondents of 21. Lack of foundation in knowledge in
Health subjects which includes the issues about gatewy
drugs and holistic development has a percentage of 40% with
a number of 23 respondents which serves as the major
problem of the respondents.

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In this table, it is stated the frequency or the number of
occurrences of the different problems stated in their Health
subject. 14 students said that (26%) said that their lack of
foundation about the subject happens occasionally. 18 students
(33%) said that lack of skills of teachers happens rarely also
with teachers who are not attending their classes with 17 students
with a percentage of 31%.
the following subject?
A. Music
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Graph 5
Coping strategies used in Music
Music
0%
Answering practice
activities in textbooks Reading Books and
22% Articles
25%
Taking Notes
25%
Watching Videos
28%
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students in music subject with its corresponding
percentage. Reading books and articles has a percentage of
21% with a number of respondents of 32. Watching Videos has
a percentage of 23% with a number of respondents of 35
which has the highest number of performed coping strategies
in Music subject. Taking Note has a percentage of 21% and a
number of respondents of 32. Answering practice activities
in textbooks has a percentage of 22% with a number of 27
respondents.
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Table 6
Frequency of Coping Strategies used from identified
problems experienced or experiencing in Music Subject
5 4 3 2 1
Frequent ent onally
Reading Books 33% 28% 26% 11% 2%
& Articles
Watching 31% 31% 28% 8% 2%
Videos
Taking Notes 31% 33% 22% 8% 6%
Answering 28% 28% 28% 13% 3%
practice
activities in
textbooks
Nothing 15% 17% 11% 20% 37%
The table shows that the respondents says that they
always read books and articles. Watching videos is they
always do but not as frequent as the first coping
strategies same with by taking notes. Answering practice
activities in textbooks gives a tie result with 28%. Doing
nothing or just going with flow is never happened as what
the majority said.
B. Arts
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Graph 6
Coping Strategies used in Arts
Arts
2%
Reading Books & Articles

21% 28%
Watching Videos
Taking Notes
21%
28% Answering Practice activities in
textbooks
Nothing
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students in art subject with its corresponding percentage.
Reading books and articles has a percentage of 28% with a
number of 37 respondents which serves as the major way of
of coping to identified problems. Second is watching videos
with a percentage of 28 with a 36 number of respondents.
Taking notes and Answering activities in textbooks has the
same number of percentage of 21% with a number of 28
respondents.
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Table 7
problems experienced or experiencing in Art Subject
5 4 3 2 1
Frequent ent onally
Reading Books 30% 41% 16% 11% 2%
& Articles
Watching 33% 50% 8% 9% 0%
Videos
Taking Notes 33% 28% 26% 11% 2%
Answering 26% 33% 26% 11% 4%
practice
activities in
textbooks
Nothing 13% 19% 13% 26% 29%
The table shows that the respondents says that they read
books and articles is frequent with 22 respondents.
Watching videos is said also used frequently with a 27
respondents. Taking also used very frequent by 18
respondents. Answering practice activities in textbooks is
used frequently with 18 respondents. 16 respondents said
they always doing something to cope up with the said
challenges .
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Graph 7
Coping Strategies used in Physical Education
Physical Education
1%
18% Reading Books and articles

34%
Watching Videos
18%
Taking Notes
29% Answering practice activities in

textbooks
Nothing
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students in Physical Education subject with its
corresponding percentage. Reading books and articles has
percentage 34% with a respondents of 38. Watching videos
has a percentage of 29% with a respondents of 32. Taking
notes and answering practice activities in textbooks has
the same number of respondents of 30 and a same percentage
of 18%. Doing nothing has a percentage of 1 with only 1
respondent.
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Table 8
problems experienced or experiencing in Physical Education
Subject
5 4 3 2 1
Frequent ent onally
Reading Books 28% 37% 26% 9% 0%
& Articles
Watching 33% 41% 17% 9% 0%
Videos
Taking Notes 28% 30% 25% 17% 0%
Answering 24% 35% 24% 17% 0%
practice
activities in
textbooks
Nothing 17% 20% 19% 27% `17%
The table shows that the respondents says Reading
books and articles are frequent that has a percentage of
37% with a respondents of 20. Watching Videos is also
frequent with a percentage of 33% with a number 22
respondents. Taking notes and answering practice activities
in textbooks is said to be frequent with 16 and 19
respondents and a percentage of 30% and 35%. Majority said
that it is rarely that they are doing nothing to cope up

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the identifies challenges with 15 respondents and a
percentage of 27%.
D. Health
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Graph 8
problems experienced or experiencing in Health Subject
Health
22% 25%
Reading Books & Articles
Watching Videos
25% Taking Notes

28%
Answering Practice activities in

textbooks
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The graph shows the Frequency of coping strategies
used from the identified problem experienced or
experiencing in Health subject with its corresponding
percentage. Reading Books and Articles and Taking Notes has
the same percentage of 25% and a number of 29 respondents
each. Watching videos has a percentage of 28% with a number
of 32 respondents. Answering practice activities in
textbooks has a percentage of 22% and a respondents of 26.

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Table 9
5 4 3 2 1
Frequent ent onally
Reading Books 37% 37% 11% 15% 0%
& Articles
Watching 30% 46% 13% 9% 2%
Videos
Taking Notes 28% 26% 35% 11% 0%
Answering 26% 26% 28% 20% 0%
practice
activities in
textbooks
Nothing 11% 22% 24% 13% `30%
The table shows that 20 respondents with a percentage
of 37% said that reading books and articles is very
frequent and frequent at some point. Watching videos is
frequent according to the 25 respondents. Taking notes and
answering practice activities in text books happens
occasionally with a respondents of 19 and 15 and has
percentage of 35% and 28%. 16 respondents says that they
always do something to cope up challenges in the said
subject.
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Survey Questions
The gathered data from this section includes the
Problems and Challenges which are experienced or
experiencing by the Teachers and their methods and coping
strategies in the said problems and challenges.

A. Arts
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Graph 9
Teachers in Art subject
Arts
Showing
significance of the
Availability of study
facilities and 10%
supplies (visual
aids, educational No sources of
materials, etc.) Weak Information
foundation Lack of
0% (books, Guides, knowledge
10% References etc.) and artful
30% skills
0%
Students not
attending class
50%
Motivating
Students to
participate
0%
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Teachers in Art subject with its corresponding percentage.
Students not attending their classes serves as the major
problem of teachers with a percentage of 50% with a
respondents of 5. No sources of information such as books,
guide etc. has a respondent of 3 with a percentage of 30%.
Motivating students to participate, lack of knowledge about
the subject and availability of facilities and supplies
like visual aids and educational materials is not their
problem. Weak foundation of the students and the
illustration of significance of the study has a respondent
of 1 and a percentage of 10%.

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Table 10
5 4 3 2 1
Frequent ent onally
No sources of Information ( Books, 17% 32% 17% 17% 17%
Guides, references etc.)
Motivating students to participate 0% 33% 0% 17% 50%
lack of knowledge and artful skills 0% 0% 0% 50% 50%
Students not attending class 17% 17% 49% 17% 0%
Availability of facilities and 0% 0% 50% 33% 17%

supplies (visual aids, educational
materials etc.)
Weak foundation of students 0% 0% 50% 33% 17%
Others (Showing significance of the 17%

study
No sources of information is frequent with a
percentage 32%. Motivating students is said to be never
their problem with a percentage of 50%. Lack of knowledge
about the subject they are teaching is said to be never
happened by the half of the respondents and the other half

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said it’s rare to happen. Students not attending to their
classes occasionally happens with 49% of the respondents.
Availability of facilities and supplies occasionally happen
to according to 50% of the respondents also with the weak
foundation of the students of about the subject. Other
problems encountered by the teacher such as showing
significance of the study is said to be frequently to
happen.
B. Music
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Graph 10
Teachers in Music subject
Music
No sources of information (Books, Guides, references etc.)
Motivating Students
Lack of knowledge
Students not attending classes
Availability of facilities and supplies (visual aids, educational materials etc.)
Weak foundation of the students
0%
20% 20%
20%
33%
7%
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Teachers in Music subject with its corresponding
percentage. No sources of information, Motivating students
to participate, Availability of facilities and supplies has
a respondents of 3 and a percentage of 20%. 1 respondent
said that he or she experience the lack of knowledge and
music skills which includes inability to read music notes
etc. Students not attending their classes has a respondents
of 5 and serves as the major problem of the teachers with a
percentage of 33%.
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Table 11
5 4 3 2 1
Frequent ent onally
No sources of Information ( 0% 33% 17% 17% 33%
Books, Guides, references etc.)
Motivating students to 0% 66% 0% 17% 17%

participate
lack of knowledge and Music 0% 33% 17% 33% 17%

skills(inability to read music
notes etc.)

supplies (visual aids,
educational materials etc.)
No sources of information is said to be frequent to
the 33% of the respondent and said to be never by the other
33% of the respondents. Motivating students to participate
is said to be frequent by 66% of the respondents. Lack of
knowledge and music skills is said to be frequent by 33% of
the respondents and rarely by 33% of the respondents.

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Students not attending their classes is said to be very
frequent by the 33% of the respondents, frequent by the
other 33% and rarely to other 33% of the respondents.
Availability of facilities and supplies is said to be very
frequent and frequent by each 33% respondents. Weak
foundation of the students to the subject is said to be
frequent and occasionally by 33% each of the respondents
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Graph 11
Teachers in Physical Education subject
Physical Education
Weak of foundation
of students
0%
No sources of
My health status information (books,
and of my students guides, reference
etc.) Motivating students
Availability of 10% to participate
10%
facilities and 10%
supplies (Vsual
adis, educational
materials etc.) Lack of
20% knowledge
and skills
0%
Students not
attending their
classes
50%
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No sources of information, Motivating students to
participate and teachers and students health has an
percentage of 10%.Lack of knowledge and skills and weak
foundation of students has an percentage of 0%.
Availability of facilities and supplies has an average of
20%. Students not attending their classes serves as their
main problem with an percentage of 50%.

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Table 12
5 4 3 2 1
Frequent ent onally
No sources of Information ( 0% 50% 0% 17% 33%
Books, Guides, references etc.)
Motivating students to 0% 66% 0% 17% 17%

participate
lack of knowledge and skills 0% 0% 17% 17% 66%

supplies (visual aids,
educational materials etc.)
My health status and of my 0% 0% 17% 50% 33%

students
50% of the respondents said that it is frequent that
they experiencing the lack of sources of information. 66%
of the respondents say that it is frequent that they are
experiencing the problem of motivating the students to
participate on class discussions. The problem about the
availability of facilities and supplies is said to be

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rarely and occasionally also with theweak foundation of
the students. The problem about the health status of the
teachers and of the students is rarely to encounter.
D. Health
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Graph 12
Teachers in Health subject
Health
Weak foundation
Availability of of students
facilities and 10%
supplies
10% No sources of
information
10% Motivating
students to
participate
20%
Students not
attending class
Lack of
50%
knowledge and
sportmanship
0%
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No sources of information, Availability of facilities
and supplies and weak foundation of the students has a
percentage of 10%. Lack of knowledge about the subject got
0%. Motivating students to participate got 20%. Students
not attending classes serves as major problem of the
teachers with a percentage of 50.

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Table 13
5 4 3 2 1
Frequent ent onally
No sources of Information ( Books, 0% 33% 0% 33% 33%
Guides, references etc.)
Motivating students to participate 0% 67% 0% 33% 0%
lack of knowledge and skills 0% 0% 0% 50% 50%

supplies (visual aids, educational
materials etc.)
My health status and of my students 0% 0% 17% 66% 17%
The 33% of the respondents says it is frequent that
they experience the lack of availability of information
sources like books; 33% says its rarely to happen and the
other 33% of the respondents says it’s never. It’s frequent
to happen that they experience the problem of motivating
students to participate because of their lack of interest
to the subject. 50% 0f the respondents say that it is rare

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to happen that they lack the knowledge about the subject of
what they are teaching and the other 50% says it is never.
Students not attending their classes is said to be frequent
to happen and the other 33% is said to be rare that it
happen. The availability of facilities and supplies is said
to be rare to happen also with the weak foundation of the
students and the health status of the teacher and the
students.
the following subject?
A. Music
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Graph 13
Coping strategies used in Music
Music
Others(Preparing
authentic activities to
the students)
4%
Nothing
Preparing quizzes for
0%
knowledge and
understanding
enhancement
21% Reading books and
articles
25%
Preparing icebreakers
13%
Watching videos
25%
Taking Notes
12%
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The graph shows the different coping strategies for
the different identified problems. Reading books and
articles and watching videos are the main coping strategies
used by the teachers to cope up their different problems
facing in music with 25%. Taking notes and preparing
icebreakers has 12% and 13%. Doing nothing is 0% and other
strategies such as preparing authentic activities to the
students has 4%
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Table 14
5 4 3 2 1
Frequent ent onally
Reading Books & Articles 67% 0% 33% 0% 0%
Watching Videos 33% 50% 0% 17% 0%

Taking Notes 17% 33% 33% 17% 0%
Preparing icebreakers 17% 0% 66% 17% 0%
Preparing Quizzes for knowledge and 50% 33% 17% 0% 0%
understanding enhancement
Nothing 0% 0% 0% 0% 6%
Other (preparing authentic 17% - - - -
activities to the students
The table shows that 67% of the respondents say that
they read books and articles very frequent. Watching
videos is said to be frequent by 50% of the respondents.
Taking notes is said to be frequent by the 33% respondents
and occasionally by the other 33% of the respondents. 66%
of the respondents say that preparing icebreakers is
performed occasionally. 50% of the respondents say that
they are preparing quizzes to enhance the knowledge and the
understanding of the students very frequent.

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Doing nothing is never performed and other coping
strategies such as preparing activities for the students is
performed always said by one respondent.
B. Arts
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Graph 14
Coping strategies used in Arts
Arts
Others (Providing
activities that
produces products
of their learning
Preparing quizzes Nothing 5%
for the 0%
enhancement of
knowledge and
understanding of
Reading Books and
students
articles
24%
28%
Taking notes]
9% Watching videos
Preparing 29%
icebreakers
5%
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The graph shows that reading books and articles and
watching videos is the number coping strategies of the
teachers with 29%. Taking notes has a percentage of 9%.
Preparing icebreakers and other strategy such as providing
activities that produces products of their learning has a
percentage of 5%.
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Table 15
5 4 3 2 1
Frequent ent onally

Taking Notes 17% 17% 49% 17% 0%
Nothing 0% 0% 0% 17% 83%
The table show that 66% of the respondents say that
reading books and articles is performed often. Watching
videos got 49% of the respondents is said to be performed
often. Taking notes and got the half of the respondents in
which they perform it occasionally. Preparing quizzes for
knowledge and understanding enhancement is said to be
performed very frequent. 85% of the respondents say that
they always do something in order to cope up those
challenges. Other strategy is said to be very frequent.

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Graph 15
Coping strategies used in Physical Education
Physical Education
Nothing
0%
Others
Preparing quizzes 4%
Reading Books and
for knowledge and articles
understanding 26%
enhancement
22%
Preparing
icebreakers
9%
Watching videos
Taking notes 26%
13%
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The graph shows that Reading books and articles and
watching videos serves as the number coping strategies used
by the teachers with 26%. Taking notes has a 13% of the
respondents. Preparing icebreakers has 9% of the
respondents. Preparing quizzes for knowledge and
understanding enhancement of the students has 22% of the
respondents. Doing nothing is 0% and other strategies like
providing performance task for student assessment has 4%.

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Table 16
5 4 3 2 1
Frequent ent onally

Taking Notes 17% 17% 49% 17% 0%
Nothing 0% 0% 0% 17% 83%
Reading books and articles and watching videos is said
to be performed very frequent with 83% and 50%. Taking
notes and preparing icebreakers is performed occasionally
with 49%. Preparing quizzes for knowledge and understanding
enhancement is said to be performed very frequent by 33% of
the respondents and rarely for the other 33% of the
respondents. 83% of the respondents say that they always do
something to cope up challenges they encounter. Other
strategy is said to be performed very frequent.

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D. Health
Graph 15
Coping strategies used in Health
Health
Others (Preparing
authentic activities)
5%
Nothing
0%
Preparing quizzes
Reading books and
for knowledge and
articles
understanding
28%
enhancement
24%
Watching Videos
Taking Notes 19%
19%
Preparing
icebreakers
5%
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The graph shows that reading books and articles is the
number 1 coping strategy used by the teachers with 28%.
Preparing quizzes for knowledge and understanding
enhancement of the students serves as the second most used
strategy of the teachers with 24%. Watching videos and
taking notes has 19%. They also do something in order to
cope up struggles in teaching the subject. Preparing
icebreakers and other strategy like preparing authentic
activities have a percentage of 5%.

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Table 16
problems experienced or experiencing in Health
5 4 3 2 1
Frequent ent onally

Taking Notes 49% 17% 17% 17% 0%
Nothing 0% 0% 0% 17% 83%
Reading Books and articles is said to be performed
very frequent with 67% of the respondents. Watching videos
is said to be performed frequently with 49% of the
respondents. Taking notes is said to be performed very
frequent with 49%. Preparing icebreakers is performed
occasionally with 49%. Preparing quizzes for knowledge and
understanding enhancement is performed very frequent with
33% and rarely according to the other 33% of the
respondents. Other strategy is performed very frequent.

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Chapter 5
Summary, Conclusions and Recommendations
In this chapter, it shows the summary of the findings
and interpretations in chapter 4. From the findings,
conclusions are drawn at be able to propose
recommendations.
Summary of Findings
This qualitative study “Problems and Challenges of
Teachers and Students in Music, Arts, Physical Education
and Health; Methods and Coping Strategies aims to conduct a
survey to the perspective of the teachers and students on
what are the struggles they encounter and what are their
coping strategies and it is achieved through asking
question that is needed to answer.

a. Arts
b. Music
c. Physical Education
d. Health
1.1 How frequent you encounter these?

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following subjects?
a. Arts
b. Music
c. Physical Education
d. Health
2.1 How frequent you are using these?
The following findings are:
1. Respondents with the age of 11-15 yrs old has a
percentage of 53%. Respondents with the age of 16-19
yrs. old has a percentage of 37% and respondents with
age 20 yrs. old and above has a percentage of 10% and
a number of 6. Females has a number of 41 and a
percentage of 68% while males have a total number of
19 and a percentage of 32%. Students has a number of
54 and a percentage of 90% while teachers have the a
number of 6 with a percentage of 10%.
2. Teachers experiences problems and challenges such as
No sources of information, Motivating students to
participate, lack of knowledge and artful skills,
Availability of facilities and supplies, weak

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foundation of the students, others like showing
significance of the study and students that are not
attending their class which serves as the major
problem that teachers are facing. Students face many
problems and challenges such as lack of skills which
serves as the major problem of the students, lack of
skills of teachers, teacher that are not attending
their class, lack of art materials and supplies, lack
of foundation about the subjects, lack of facilities
and loss of interest and motivation.
3. Teachers uses different strategies to cope up the
challenges and problems they are facing in Music,
Arts, Physical Education and Health such as Reading
books and articles, Watching videos, Taking notes,
Preparing icebreakers, Preparing quizzes for knowledge
and understanding enhancement of the students,
preparing authentic activities to the students,
providing activities that produces products of their
learning and providing performance task for the
assessment of the students.

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Conclusion
1. 53% of the respondents ranges from 11-15 years old
serves as the major respondents of the study. Majority
of the respondents are females and students.
2. Students not attending their classes is the number one
problem of the teachers in Music, Arts, Physical
Education and Health. Lack of skills in drawing,
painting, etc is the major problem of the students in
arts. Lack of abilities in reading music notes,
appreciating music in the music industry are the major
problems that students are facing in Music. Short time
allotment for the subject and lack of skills for
physical education such as dancing are some of the
major problems that the students are facing in their
physical education subject. Lack of foundation about
health subject is the leading problem of the students
in their Health subject.
4. Watching videos is the best way of the students to
cope up problems in Music and Health. Reading books

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and articles is the best strategy used by students in
studying Arts and Physical Education. Reading books and
articles, watching videos and preparing quizzes for
knowledge and understanding enhance of the students is
the major coping strategies used by the teachers in the
identified problems and challenges.
Recommendation
The study focuses on the lives of teachers and
students together with the subject n Music, Arts,
Physical Education and Health. The following
recommendation is based on the findings and the
conclusion of the study.
Students
1. Look for anything that will inspire you and motivate
you to gain interest and to have basic ideas in the
lesson.
2. Keep studying, Keep coming into class no matter what
the system of teaching is. The outcome of studying

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doesn’t only come from the others but also through
ourselves.
3. Study hard and smart. Any activities, projects,
quizzes and performance tasks are given to you by your
teacher is normal. School is the place of learning.
Here you are polish and fine to be better. Here, you
are taught what is just and what is right even it is
so hard for you.
4. Do not believe to the saying that skills are in born.
The reason why you are at school is to learn and
develop your skill. Try to draw, paint, sculpt or what
so ever, try and try until you make it good… or yet
better. Watching video tutorials might be a good step.
Teachers
1. Look for something that the students will be amazed
and motivated. Some icebreakers will do.
2. Study well the lessons and make it familiarized
before classes.
3. Providing visual aids is the best way to demonstrate
to the students what are you teaching to. People is

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Able to understand the lessons, concepts and theories
by providing visual aids like cartolinas, pictures and
videos.
Principals
1. Strengthen the provisions and monitoring of the
teachers and students. The problem about the students
that are not attending their class is quite alarming.
2. The power of principal is really useful and effective.
Once they are in, students and teachers get settled
Yet occasionally observed maybe because of their many
obligations but their authority really works. It
should be always observe.
3. Hire teachers that is specialized the subject.
Parents
1. Guide children towards a bright shining light of
education. Yes they are grown ups but it doesn’t mean
they know enough. There’s still a lot of things they
should know.
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2. Give proper support either financially, morally or
intellectually will give a good effect to their child.
3. Teaching children is not only the job of the teachers
but also the parents. The lack of understanding of
children the various subject may become worst and
difficult for them to understand higher lesson
Department of Education
1. Make improvements to the curriculum
2. Make sure to hire teachers that are specialized to the
subject.
3. Give the same importance and treatment to the subject
just like what other subject is.
4. Give longer time allotment for the subject since it is
4 subjects more importantly in Physical Education.
5. Be sure to have an available sources of information
like books.
The University
1. Provide available facilities and materials like
musical instruments, music room, sports ball etc.

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Future Researchers
1. Know the difference between the problems of teachers
and students and their coping strategy then and now.

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BIBLIOGRAPHY
Anayasan, Saxton.(April 21, 2015).’On being a MAPEH

teacher’July 24,2018:
https://www.pressreader.com/philippines/sunstar-
baguio/20150421/281870116976729
Coronel, Richard.(2016).’Issues facing k-12 arts

instructions’ July 24,2018:
http://www.ascd.org/publications/curriculum-
handbook/417/chapters/Issues-Facing-K%E2%80%9312-Arts-
Instruction.aspx
Suerte, Jessica Marie.(Nov.22,2013).’ Health education among

teachers, a factor that improves oral health’July 27,2018:
http://www.pchrd.dost.gov.ph/index.php/14-r-d-updates/3153-
health-education-among-teachers-a-factor-that-improves-
oral-health
Kent University.(2017).’Top 8 challenges faced by music

teachers in 2017’ July 9,2018:
https://musicedmasters.kent.edu/top-8-challenges-faced-by-
music-teachers-in-2017/
UNESCO.(2017).’Physical Education and sport, an integral

part and fundamental element of the right to education and
the process of continuing education’July 24,2018:
http://www.unesco.org/education/educprog/eps/EPSanglais/MIN
EPS_ANG/major_issues_in_physicql_educati.htm
Urist, Jacuba.(May 28, 2014).’ The Country’s Cultural

Capital Has a Big Arts-Education Problem’ July 27,2018:
https://www.theatlantic.com/education/archive/2014/05/the-
Tel No. 299-18-00
countrys-cultural-capital-has-a-big-arts-education-
problem/371658/
Hornilla, Violeta.(April 15,2015).’Music Education in

Philippines primary and secondary schools’ July 30,2018:
http://ncca.gov.ph/subcommissions/subcommission-on-the-
arts-sca/music/music-education-in-philippines-primary-and-
secondary-schools/

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University of Northeastern Philippines

Senior High School Department

Introduction/Background of The Study

M.A.PE.H. which stands for Music, Arts, Physical

Education and Health. Is a compilation of different

learning areas in the educational system in the

Music, Arts, Physical Education and Health has an

important role in the modern program of general education.

Music education involves the study of music from the

different areas of the world and include the area of voice

and instruments. Art education deals with the study of

different creative compositions all over the world.

Physical Education includes physical activities of all

kinds designed to improve posture, physical development and

general fitness. Health education covers the learning areas

of mental, physical, emotional, and social being of

In 1963, DECS Memorandum #11,s.1963 was issued

pointing out that Arts and Physical Education in the

elementary grades were often neglected for the sake of

instructional and administrative expediency. It called for

the proper implementation of D.O. #1,s. 1957, singling out

Arts & Physical Education as the proper vehicle for DECS’

cultural revival program. The directive also aimed to make

Art Education, Music and Physical Education required

subjects in the elementary grades. Under Arts and Physical

Education, all such subjects were to be allotted a 40-

minute and 50-minute instruction time in the primary and

intermediate grades respectively. It was further stated

that the above mentioned subjects should not be sacrificed

for the sake of any other subjects in the elementary school

K to 12 curriculum is a new methods and strategies of

teaching that is implemented in the Philippines which

includes an additional two years in high school. This

curriculum starts from kindergarten, 6 years in elementary

education, 4 years in junior high school and 2 years in

senior high school. This curriculum, a newly and improved

curriculum is signed by the former President Benigno S.

Aquino III to be supervise by the Department of Education,

is implemented in order to enhanced , develop and polished

the skill of the 21st century learners in different subject

area including Music, Arts, Physical Education and Health.

Year 2016-2017, The very first batch of students of

but also the first teachers that are going to teach in

senior high schools.

Here are some laws that improve the system of

education in the Philippines that strengthens the

curriculum and the addition of number of years to the based

curriculum, allocation of funds and other objectives.

According to R.A. 10533 which is also known as the

Enhanced Basic Education states that it encompasses at

least one (1) year of kindergarten education, six (6) years

of elementary education, and six (6) years of secondary

education, in that sequence. Secondary education includes

senior high school education.

In relation with that, as what is stated, the

role of k to 12 basic education curriculum that is mandated

and implemented by the Department of Education is to

enhance the knowledge and also the SKILLS of the 21st

century learners. An inclusion with that is to enhance the

skills of 21st century learners in the field of Music, Arts,

Physical education and Health. There is no M.A.PE.H in

senior High School. But there is a subject “Contemporary

Philippine Arts from the Regions” that covers the